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元认知策略训练在高中英语阅读中的实证研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-28编辑:lgg点击率:172

论文字数:37845论文编号:org201710131451207420语种:英语论文 English地区:中国价格:$ 66

关键词:高中英语教学论文高中生英语阅读自主学习阅读水平

摘要:本文是高中英语教学论文,本研究的主要目的是确定在高中英语阅读元认知策略训练的必要性。在这篇论文中,以元认知策略训练,一个特定的角度,来探讨元认知的视角阅读过程。

Chapter One Introduction

This chapter is a prelude to the present study where the background of the study isfirstly discussed, and the purpose, significance as well as the layout of the thesis areintroduced to help readers to have a general idea of the whole thesis.

1.1 Background of the study
Reading, one of the four skills in English language learning, occupies a veryimportant position of English teaching in senior high schools. Here are the reasons why somany senior high school teachers pay attention to reading and the reading strategiestraining, especially the meta-cognitive strategies training for English reading.According to New National English Curriculum Standards for Senior High School(2003), learning strategies have been regarded as one of the most important contents andgoals of English teaching in senior high schools. The curriculum focuses on the cultivationof the senior high school students’ learning strategies, asking the English educators ofsenior high schools to consider guiding senior high school students to understand and uselearning strategies as an important content of teaching. What’ s more, when graduatingfrom the senior high school, the students should master the reading strategies mainlyincluding: making the appropriate learning plan, focusing on something carefully,reflecting on the learning process, summarizing the effective reading methods, and so on.
.........

1.2 The purposes of the study
The main objective of this study is to determine the necessity of meta-cognitivestrategies training for English reading in senior high schools. In this thesis, with themeta-cognitive strategies training, a particular angle, meta-cognitive perspective is offeredto elucidate reading process. The study aims to investigate the changes of meta-cognitivestrategies in terms of reading used by senior high school students. Secondly this study is toset out to assess the effect of meta-cognitive strategies training on senior high schoolstudents’ autonomous learning in terms of reading. Thirdly the study is to explore to what extent the meta-cognitive strategies training can enhance the senior high school students’reading achievement.
.........

Chapter Two Literature Review

This chapter mainly talks about the relevant theories to reading teaching,meta-cognitive strategies and learner autonomy which can provide support for this thesis.Moreover, much literature of related studies will be reviewed.

2.1 Relevant theories to reading teaching
This part considers two problematic issues, the reading models and reading strategies,which have arisen in the reading teaching field.The study of reading process is mainly the study of reading model. With the deepdevelopment of language psychologists study, people have much more knowledge of thereading process. The following mainly described three main reading models in the processof this development: “bottom-up”, “top-down” and interactive model.Many empirical studies have shown that students who master the reading more tend touse the “bottom-up”, on the contrary, non-proficient ones tend to adopt the “top-down”.But the researchers hope that after training students are able to shift from “top-down” tothe “bottom-up”, and even achieve an interactive mode. This is a brief introduction of threereading process model:A. “Bottom-up” reading modelReading model of “bottom-up”, put forwa论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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